Teaching slow learners in mathematics education
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The document discusses the challenges of teaching mathematics to slow learners, who often exhibit significantly below-average performance yet do not qualify for special education. It outlines the characteristics and causes of slow learning, as well as various innovative teaching strategies and technologies, such as mastery learning, modular instruction, and computer-assisted techniques, aimed at improving their understanding and achievement in mathematics. The conclusion emphasizes the importance of tailored support and the role of technology in aiding both students and teachers.
Teaching slow learners in mathematics education
- 1. TEACHING SLOW LEARNERS IN MATHEMATICS: INNOVATIVE TECHNOLOGIES AND STRATEGIES R.Rajkumar Ph.D Scholar Department of Education Periyar University Salem-11
- 2. INTRODUCTION The importance of teaching and learning of mathematics today one of the greatest challenges to a mathematics teacher is teaching mathematics to children who are slow learners. Slow learners are being characterized as functioning at ability significantly below grade level and consistently scoring low on achievement level. As part of the means to improve the achievement level of slow learners through new innovative technologies and Learning Strategies.
- 3. DEFINITIONS OF SLOW LEARNERS “Slow learners are children who are doing poorly in school, yet are not eligible for special education; their intelligence test scores are too high for consideration as a child with mental retardation” (Mercer, 1996) • Although slow learners may have special educational needs, they do not fit neatly into the special education system (MacMillan, Gresham, Bocian, & Lambros, 1998).
- 4. Basic Causes of Slow Learning in Mathematics Slow learners may have any combination of identifiable dysfunctionalities like attention deficit disorders (ADD), dyscalculia, dyslexia, dysgraphia, dyspraxia or dysnomia or hyperactivity and sometimes none. Other causes identified and include students’ problems (visual motor coordination, negative attitude towards Mathematics, divergence opinions or views on concept, generalization and skills, lack of maturity on future need).
- 5. Functions at ability but significantly below grade level. Is prone to immature interpersonal relationships. Has difficulty following multi-step directions. Lives in the present and does not have range goals. Have few internal strategies i.e. organizational skills, difficulty transferring and generalizing information. Scores consistently low on achievement tests. Works well with “hands-on” material (i.e labs; manipulative, activities). Has a poor self-image. Works on all tasks slowly Masters skills slowly, some skills may not be mastered at all.
- 6. STRATEGIES FOR TEACHING MATHEMATICS TO SLOW LEARNERS Time: Slow learners need more time to understand and figure out how to use basic mathematical concepts. Concept Building: Slow learners have difficulty with new mathematical concepts, so previous math concept helps to build confidence in the mathematics subject and provides a framework to build mastery of new skills.
- 7. Real World Examples: Teaching a new skill such as addition or multiplication is made easier when the teacher gives real-world examples or allows for physical representations of the mathematical problem. Because slow learners have difficulty with imaginary concepts, the physical example provides guidance and structure. Reward Drill: One commonsense strategy for teaching mathematics slow learners is repetition: drill, drill, drill until they get it.
- 8. Multimodal Approach: Use different modes of instruction to convey the same lesson. Show pictures and videos, conduct games and group activities and provide hands-on tools that can reinforce learning mathematics. Have students build models, paint pictures or act out scenes that explain an idea. Give student’s mnemonics that will help them memorize the names of the planets or trigonometric ratios or mathematical formulas. Personalization: Many slow learners suffer from low self-esteem and lack confidence in calculating mathematics. We can address this not only by praising small achievements but also by personalizing lessons. Introduce topics that are of special interest to the student in question, make up math problems about the student and his friends and make sure we provide some activities the student can be successful at every day in the classroom. Find out which mode of instruction best suits a particular student verbal, visual or kinesthetic and try to provide reinforces in that mode.
- 9. Try sound therapy: It is an effective way of helping the students who have a problem in learning mathematics. In this method the therapist uses sound and tools which stimulate auditory pathways to help students in improving their concentration power. This therapy might also come handy in enhancing the auditory transmission in the brain by stimulating the muscles near the ear passage and might help them in regaining the original power or capability. Cognition training: It’s a technique that might be helpful for the students in enhancing their level of perception and cognition and might be helpful for the students in increasing their focus, especially on the subject like mathematics. Moreover, it could also boots student’s neurological connections and could prove helpful for students in growing fast in the academics.
- 10. INNOVATIVE TECHNOLOGIES FOR TEACHING MATHEMATICS TO SLOW LEARNERS Audio and Video Instruction: Slow learners need extra time for remedial and enrichment activities. Students can listen to relevant educational radio programme which also has positive effect on the slow learners learning. The video instruction provides unique experience to the slow learners in the presentation of instructional content. It penetrates more deeply into human character with an immediate excitement than any other single medium.
- 11. Mastery Learning Strategy: Mastery learning is a system of instruction that emphasises the mathematics achievement of instructional objectives by all students by allowing learning time to vary. The basic idea behind mastery learning is to make sure that all or almost all the students have learned a particular skill to a pre-established level of mastery before moving on to the next skill. Once the slow learners have the experience of mastery learning and attain a pre-determined mastery level, the learning will build on learning leading them to a remarkable success or achievement. Modular Instruction: Module is a self contained auto instructional package dealing with a single conceptual unit or subject matter. Instruction through modules has been found very effective for all levels of students and it is found more effective with regard to low achievers and slow learners. Modular instruction takes care of concrete presentation of subject matter by incorporating necessary diagrams, sketches, pictures, worksheets, examples etc. with the learning material at appropriate places. Thus, in many ways, the modular instruction proves to be suitable for slow learners.
- 12. Computer Assisted Instruction: Computer assisted instruction is a kind of individualised instruction administered by a computer and its roots has in programmed instruction and in the behavioural theories of learning. CAI programmes stress drill and practice exercise, others teach students facts and concepts. It gives instant knowledge of results and provides immediate feedbacks which are very essential for slow learners to ameliorate their learning process. In this method every student can learn at his own rate.
- 13. CONCLUSION Slow learners are care for being duly helped in terms of rate of learning and educational achievement in mathematics. Innovative technologies are provides a tool which can be introduced to remedy and assist learners and teachers overcome these challenges. Personal learning environments are the way forward and technology with its authoring and monitoring features are a welcome addition to both teachers and students.